Exploring cultural safety with Nurse Academics. Research findings suggest time to “step up”

Abstract

Background: As the largest professional group employed within the health care system, the capacity for nurses to contribute to improving the health of Australian Indigenous people is substantial. Cultural safety has recently been incorporated into the national codes of conduct for nurses. Nurse academics have a key role in ensuring graduates are culturally safe practitioners. Staff capacity is a crucial consideration if cultural safety is to be embedded effectively within nursing curriculum.

Aims: The aim of this study was to explore capability in relation to cultural safety with Nurse Academics at a regional university in New South Wales, Australia.

Design: Mixed methods approach incorporating a survey and individual interviews.

Methods: Casual and permanent nurse academics involved in teaching the undergraduate nursing program were eligible to participate.

Results: Fifteen staff completed the survey and eight participated in an interview. Although the importance of cultural safety was recognised, there was a lack of comprehensive understanding and lack of confidence to teach the philosophy and practices of cultural safety. There was strong support cultural safety and anti-racism professional development.

Impact statement: Building staff capacity is a crucial consideration if cultural safety is to be embedded within nursing curriculum.

Conclusions: Cultural safety professional development is a starting point for nurses to develop their skills in providing culturally safe care and an essential step towards shifting the institutional and professional culture of the nursing profession. Research findings are clear it is time for Nurse Academics to “Step up” to effectively embed cultural safety in undergraduate nursing curriculum.

Keywords:

• curriculum
• undergraduate
• professional education
• Australia
• University
• cultural safety

Acknowledgements

Australia is home to the world's oldest continuing culture. The universities of Australia are built on the traditional lands of Aboriginal and Torres Strait Islander people. Teaching, learning and research have taken place here since time immemorial. The authors of this article wish to acknowledge traditional owners throughout Australia and pay respect to community Elders, past, present and future. The authors also thank key CATSINaM staff for their expertise in guiding the survey questions.